In this opinion article, Michele Gelfand presents research on the differences between more strict, rule-abiding cultures and looser, rule-breaking cultures and how those differences have contributed to the COVID-19 pandemic's effects across the world. 

Since publishing their initial think piece on Socially Just Assessment (NILOA, August, 2018), Henning & Lundquist have regularly offered further examples and discussion of the "SJA" concepts at professional educator conferences and on the Campus Labs-Anthology website. This presentation was among the first to offer concrete examples of what the various levels of engagement along their transformational continuum of socially just assessment might look like. (Examples begin on slide 15).

This bibliography encompasses three categories of scholarly production and praxis related to Socially Just Assessment (SJA): citations of calls-to-action dating from 1977 through 2018, citations of frameworks & learning models relating to SJA, and a brief compendium of institutional case studies.  (For a more complete catalogue of case studies, see the Master List in this same HubICL collection.)

"The aim of the project is to engage stakeholders across the field in a conversation about terms, ideas, and practices associated with culturally responsive and socially just assessment. To this end, a series of webinars and podcasts have been produced. The webinars and the podcast series..." are available here.

Additional details and support are available at the Student Affairs Assessment Leaders website (available from link above), including further blog posts, a listserv sign-up form and a repository of presentations, tools and tips about assessment in student affairs contexts.

This paper presents a proposal of a Model of Student’ Assessment for Social Justice that seeks to go further in the construction of an education that contributes to a real and deep transformation of society.

The proposed model considers and learns from several "alternative" student assessment approaches: Inclusive, Authentic, Culturally Responsive, Participatory, Democratic-Deliberative and Critical Assessment. With this, a three-dimensional model is formulated: equitable assessment, participatory assessment and critical assessment.

NOTE: Although the abstract is in English, this paper is in Spanish.

This 2009 think piece on social justice & assessment focuses primarily on the British context & was among the very first to link related fields of assessment thought under the 'social justice' heading. It offers some useful definitions of terms, including of social justice, cultural justice and associational justice, as well as a thorough discussion of classroom & e-assessment.

 Prior to 2009, the few scholars who published on the often biased nature of educational assessment tended to use phrases like culturally-fair, culturally-responsive or anti-racist to describe assessment that looks to avoid and/or dismantle educational inequity.

Socially Just Assessment, somewhat like "flipping" the lecture-based classroom structure to a more active-learning mode, is more of a methodology or a mindset than a set of specific instruments or activities.  That said, the items listed in this resource can be particularly helpful to formative assessment of individual and institutional capacity to co-create more socially just societies.

This list provides a series of statements often made by British people and corresponding columns of what the intended meaning is next to the Dutch interpretation of the meanings. This displays how the Dutch often misinterpret intended meanings in common phrases due to cultural difference in use of direct and indirect communication.

This article identifies the positive aspects of multicultural teams and proposes paths for more rigorous research in the future. 

This paper demonstrates how multicultural teams can foster new perspectives related to problem solving. It also suggests how a project manager can best organize and influence multicultural construction project teams. 

This study found that multicultural experiences increase a group's collective creativity. Multicultural, diverse groups were found to perform better on tasks related to fluency, flexibility, and novelty—three dimensions of creativity. 

This blog post outlines the importance of debriefing and provides tips for success. 

https://www.researchgate.net/publication/282890513_Climate_for_Learning_and_Students'_Openness_to_Diversity_and_Challenge_A_Critical_Role_for_Faculty

Citation: Ryder, A. J., Reason, R. D., Mitchell, J. J., Gillon, K., & Hemer, K. M. (2015, October 5). Climate for Learning and Students’ Openness to Diversity and Challenge: A Critical Role for Faculty. Journal of Diversity in Higher Education. Advance online publication. http://dx.doi.org/10.1037/a0039766

This article examines the relationship between perceptions of climate for learning and students’ level of openness to diversity and challenge (ODC). Using Bronfenbrenner’s process-person-context-time (PPCT) model of student environments as the theoretical framework, the study found that a climate for learning and faculty advocacy for the respect of diverse ideas is positively associated with students’ openness to diversity and challenge. Faculty members who encourage the exploration of different cultures and worldviews help increase students’ ODC.

Source: https://provost.tufts.edu/celt/files/Diversity-and-Inclusion-Report.pdf

This is a faculty-focused report that features 20 articles about the importance of diversity and inclusion in higher education settings and practice/activities that can be applied by faculty. For example, in Teaching and Learning “Respect” and “Acceptance” in the Classroom, the author notes a DEEP model (Developing appropriate language use, Encouraging open and honest dialogue, Empowering students to share, Processing information by reconnecting it to course content). These articles contain many practical tools that can help create an inclusive and respectful classroom environment.

This intercultural learning module enables learners to develop empathy for individuals with different accents and also place responsibility on themselves, as the listener, to understand accents different from their own. 

This module is currently only available to Purdue faculty and staff through Brightspace. To request access, please email Dr. Aletha Stahl at stahl23@purdue.edu. 

Saving face is a 2004 American romantic comedy-drama film directed by Alice Wu, in her feature-length debut. The film focuses on Wilhelmina, a young Chinese-American surgeon; her unwed, pregnant mother; and her dancer girlfriend.

A newsletter that features international snacks, beverages, and fast food. 

Participants can only use their first language to communicate with others in their group while attempting to build a tower. 

This activity challenges participants to practice their communication and teamwork skills by working in groups to build a tower with particular constraints such as limited materials or communication barriers.

In this activity, participants examine how to speak in a non-native language, relate to and try to understand the feelings of non-native English speakers, and think about what words or speech patterns impair meaning. 

In this activity, participants develop empathy for people from varied backgrounds and experiences, demonstrate intentional listening, and build relationships through sharing experiences.

This activity helps participants get better at actively listening for the meaning behind the words.

This reflection can be used to collect useful ideas; identify and share best practices, personal stories, or factual information; or solve problems. 

In this activity, participants listen and learn about each other's values.